Balancing Acts in the Half-Way Houses: The Role of Resourced Provisions in Mainstream Schools

Autor/in	White, Gordon Stan
Titel	Balancing Acts in the Half-Way Houses: The Role of Resourced Provisions in Mainstream Schools
Quelle	In: British Journal of Special Education, 37 (2010) 4, S.175-179 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.1467-8578.2010.00480.x
Schlagwörter	Educational Needs; Special Education; Foreign Countries; Standards; Inclusion; Role Models; Mainstreaming; School Districts; Peer Groups; Children; Group Homes; Rehabilitation Centers; Teachers; United Kingdom + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Standard; Inklusion; Identifikationsfigur; School district; Schulbezirk; Gleichaltrigengruppe; Peer Group; Child; Kind; Kinder; Gruppenheim; Rehabilitation center; Rehabilitation centre; Rehabilitation centres; Rehabilitationszentrum; Lehrer; Lehrerin; Lehrende; Großbritannien
Abstract	This article by Gordon Stan White, who is SENCo and Head of the Foundation Stage Resourced Provision at Lowerhouses CE School in Huddersfield, considers the role of resourced provisions or "units" within the present school system. Issues discussed include transition, the impact of children being transported out of their local communities, the social and academic benefits and tensions for the children, implications for mainstream teachers and support assistants, and the impact on school standards. The article also discusses the role of resourced provisions in the wider debate over inclusion, analysing whether they are an integral part of genuinely inclusive educational provision or simply make up deficiencies within a fundamentally flawed system. The author concludes that, in the absence of the political will and funding to create a truly inclusive system, although resourced provisions have significant limitations, the access to a mainstream environment with mainstream peer role-models coupled with specialist support provides the best opportunity within the present system for children with special educational needs to make academic, social and emotional progress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10